NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ788295
Record Type: Journal
Publication Date: 2008-Mar
Pages: 10
Abstractor: ERIC
Reference Count: 31
ISSN: ISSN-0094-0771
Four Facets of Reading Comprehension Instruction in the Middle Grades
Graves, Michael F.; Liang, Lauren Aimonette
Middle School Journal (J3), v39 n4 p36-45 Mar 2008
In the past five years, at least a half dozen major reports have focused on adolescent literacy and providing adolescents with age-appropriate instruction. What is age-appropriate instruction for middle school students? As recent reports on adolescent literacy, such as those of the Carnegie Corporation and the ACT make clear, age-appropriate literacy instruction for adolescents includes many components--continuing instruction in vocabulary, a rich writing program, reading in a range of fiction and nonfiction materials, and instruction in a variety of study strategies. Most important, however, it includes a rich comprehension program. In this article, the authors describe a program that they believe is appropriate and necessary for virtually all middle school students--those who excel at reading, those who read at the same level as the majority of their peers, and those who struggle with reading. Comprehension is a complex phenomenon, and comprehension instruction takes many forms. At minimum, it should include at least the following four facets: (1) Fostering learning from text; (2) Nurturing response to literature; (3) Teaching comprehension strategies; and (4) Promoting higher-order thinking. The authors describe each facet and provide examples of instructional approaches that illustrate its use. (Contains 3 figures.)
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A